ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aims to determine the level of teacher readiness and barriers to digitizing mathematics learning at SDN 001 Sebatik Utara, in terms of the TPACK framework and barrier theory. This research uses a quantitative approach with descriptive methods. The research subjects included all teachers involved in the mathematics learning process, with a total sample of 18 teachers determined using total sampling techniques. Data collection was carried out using instruments in the form of questionnaires and interview guides. The research results show that the level of teacher readiness in facing the digitalization of mathematics learning consists of 22% of teachers in the high category, 72% in the medium category, and 6% in the low category. Meanwhile, the level of obstacles faced by teachers shows that 17% are in the high category, 61% in the medium category, and 22% in the low category. Based on these results, it can be concluded that the level of teacher readiness is generally in the medium category, but implementation is not yet fully optimal because there are still limitations in mastery of technology and experience in using digital devices for some teachers.
ThesisOpen AccessMetadata saja
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini bertujuan untuk mengetahui profil kemampuan Technological Pedagogical and Content Knowledge (TPACK) pada guru Biologi di Kota Tarakan dalam pelaksanaan pembelajaran ditinjau dari lama mengajar. Metode penelitian berupa survey dengan pendekatan kuantitatif. Subjek penelitian yaitu 9 guru Biologi SMA/MA di Kota Tarakan dengan penentuan sampel menggunakan teknik purposive sampling. Data diperoleh berdasarkan hasil kuesioner tertutup dan observasi. Hasil penelitian diperoleh nilai rata-rata kemampuan guru biologi dengan lama mengajar 6 tahun pada aspek Technological Knowledge (TK) sebesar 69,47% tergolong baik, aspek Pedagogical Knowledge (PK) sebesar 61,1% tergolong baik, aspek Content Knowledge (CK) sebesar 47,22% tergolong cukup. Guru biologi dengan lama mengajar 6-10 tahun nilai rata-rata kemampuan pada aspek Technological Knowledge (TK) sebesar 100% tergolong sangat baik, aspek Pedagogical Knowledge (PK) sebesar 100% tergolong sangat baik, aspek Content Knowledge (CK) sebesar 100% tergolong sangat baik. Guru biologi dengan lama mengajar >10 tahun nilai rata-rata kemampuan pada aspek Technological Knowledge (TK) sebesar 66,7% tergolong baik, aspek Pedagogical Knowledge (PK) sebesar 72,22% tergolong baik, aspek Content Knowledge (CK) sebesar 66,65% tergolong baik, Berdasarkan hasil penelitian, diketahui bahwa lama mengajar berpengaruh pada kemampuan guru pada aspek Pedagogical Knowledge (PK) dan Content Knowledge (CK), sedangkan pada aspek Technological Knowledge (TK) lama mengajar tidak berpengaruh.
ThesisOpen AccessMetadata saja
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research aimed to analyze SMA/MA Biology teacher’s TPACK (Technological Pedagogical and Content Knowledge) ability during online learning in Tarakan. The research used survey method and quantitative approach. The research subjects were 8 Biology teachers of SMA/MA in Tarakan and the samples were determined using cluster sampling technique. The data were obtained through closed questionnaire and interview. The research results showed the average percentage value of the Biology teacher’s ability in Technological Knowledge (TK) of 57,8%, Pedagogical Knowledge (PK) of 65,6%, Content Knowledge (CK) of 67,1%, Technological Content Knowledge (TCK) of 57,8%, Pedagogical Content Knowledge (PCK) of 57,8%, Technological Pedagogical Knowledge (TPK) of 59,3%, and Technological Pedagogical and Content Knowledge (TPACK) of 59,4%. Based on the research results from data analysis, it was found that the SMA/MA Biology teacher’s Technological Pedagogical and Content Knowledge (TPACK) ability during online learning in tarakan was classified with average percentage value of 59,4%.
